Text Box: UNIVERSITY OF MAINE AT FARMINGTONCOLLEGE OF EDUCAION, HEALTH AND REHABILITATION
Text Box:
LESSON PLAN FORMAT Teacher’s Name: Rebecca Bubier Date of Lesson: Four Grade Level: 8 Topic: Where Have all the Resources gone?
Objectives:
Student will understand that there are various types of resources, renewable, non-renewable and alternative, the cost/benefit and plausibility of use and conversion to renewable and alternative energy in the state of Maine.
Student will know evaluate alternative energy technology of hydrogen, ethanol, hydro power, wind power, nuclear, solar, wave and geothermal in comparison to gasoline, kerosene, oil, coal and determine which would be most beneficial for the cost in Maine.
Student will be able to consider what alternative energy sources are good for the state of Maine. and ones that might not be in the best interest for the state.
Maine Learning Results Alignment
MaineLearning Results: Science and Technology
E. The Living Environment
D2 Earth
Grades 6-8
Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth.
d. Describe significant Earth resources and how their limited supply affects how they are used.
This lesson is all about the introduction to different types of resources, both renewable, non-renewable, alternative and secondary. With this students can see what resources are and what they mean in their lives.
Assessment
Formative (Assessment for Learning)
*Students will do a lab, where I will assess the connections they make to the oil crisis and the mount of that resource exists.
Summative (Assessment of Learning)
*Students will be given a particular alternative energy and will blog about it's pros and cons and if it would be beneficial or viable for the state of Maine. They will include links and pictures of any information they can find about the state of Maine and if the state is working on putting that energy into widespread use.
Integration
Technology - students will be using type II technology to incorporate research and visuals into a blog
English - Students will need to execute their writing skills and knowledge of the English language to compose the blog.
Social studies - students will be evaluating the fuel crisis and the things attached to it. In conversation we will talk about things going on in the rest of the world, and comparisons of fuel costs and energy efficiency in other countries.
Groupings
Students will work in their think-pair-share partners, they will do the blog as one team, and one will be the primary writer and one will the primary researcher. They will be sharing the responsibilities but they have the choice whether to split the roles evenly. The important thing to note is that they will each have equally as much work to do.
Differentiated Instruction
Strategies Musical - There will be music during the lab on resources and while they are working on their blog. They will be allowed to use headphones if they wish while they are writing and researching. Logical - There will be brain teaser questions following the lab, that will require students to think about what they just witnessed and make connections to the lab and our real life fuel crisis. Linguistic - There will be short notes following the lab and blogging will have the students writing and reading about different types of fuel. Spatial – Students will be encouraged to include pictures and videos in their blogs. There will also be visual and tactile representations of resources during the lab activity. Bodily-kinesthetic – Students will be up and moving during the lab, there will be miners, counters and recorders. Some of them will be moving from the front of the room and back to their tables. Others recording things on the board and the last, counting the resources that have been given to them. Interpersonal - There will be think-pair-share opportunities, students will be working together to compose a blog to present to their peers about different resources. Intrapersonal – For the most part, the blog writing and the researching will be done alone. However, group participation is a must.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
If a student is absent, he or she will have to complete the lab and will have to complete the blog. All information will be given to that student by me, any additional questions will be addressed by me.
For gifted students, or students that have prior knowledge of natural resources, or students who finish their blog will have the opportunity to read an article regarding resources in the world and blog their thoughts and opinions on the article. They will be asked to link the blogs together in some way and to cite the article and where they got it from.
Extensions
• Students will be using type II technology to create a blog that they will present to their peers. Students will be provided with a list of things that they have to include in the blog, pictures and resources are a must. They have to work as a team to find these resources and then include them in a blog, where they are writing about what they have learned and compiling the most important information that they wish to share with me and their peers. The point is that they teach each other what they have learned.
Materials, Resources and Technology
Laptops
Black beads
Red beads
White beads
Larger multicolored beads
Rice or birdseed
Separate containers for all of the above
piece of poster board or two
whiteboard
markers
eraser
handouts (pre-assessment and lab worksheet)
short notes
students need blogger accounts
Source for Lesson Plan and Research
Lesson plan written by Rebecca Bubier
I received the copies of the lab and pre-assessment from Joel Smith, Mentor Teacher at Mt. Blue Middle School, Spring 2008
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale:I used different learning styles to accommodate all learners. I feel that this is a great way to include all students and to support the way that they learn and the things that they need from me as a teacher, and from my classroom as a place where the learning will take place.
Beach Ball- Students will have the opportunity to search the web for information, and write their blogs. They will have a choice about which energy they would like to choose and then research, they will also have the choice of which person they would like to work with, this will remain as their think-pair-share partner. Clipboard - During the lab, students will have strict instructions as to their roles and what they are to be expected to do during the lab. They will have directions on the board and a graph to organize all the data that is collected. Microscope - Students will have the opportunity to research an energy source of their choice with the partner of their choice. They will be asked to blog about it and incorporate links and sources to which they found information. There will be few guiding questions to allow students to write freely and research which aspects that they would like. Puppy - There is no question that there is an environment of respect in my classroom. Students will be respectful of the presentations and also the language in which they are using around all students. Students will be able to choose whom they would feel the most comfortable sharing a research project with.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:I used one of the facets of understanding, which was perspective. I think students need to see what is good for Maine and what is not. They will be able to understand that everything they hear and see about alternative energy on TV is not always plausible for where they live. Conservation is a great thing, but sometimes change takes more than a signature and money. Perspective - Students will see what is beneficial and not beneficial to the state of Maine. They will have to take into consideration which types of people want this alternative energy and the pressure it will put on other people. For example, if there is a windmill on a property, it is saving the owner of that windmill money on their electricity so that is beneficial. However, the neighbor who likes to look out in the morning and see the sunrise, and now there is a windmill in the way, it is not beneficial to them. They need to see the pros and cons to alternative energy. Sometimes it is idealistic for an area to have a large amount of alternative energy. This also costs a lot of money and they need to have some perspective on what the media says about ‘going green’ and changes in our energy structure.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:I used the theory of multiple intelligences to meet and accommodate for the needs of all types of learners and students in my classroom.
Musical - There will be music during the lab on resources and while they are working on their blog. They will be allowed to use headphones if they wish while they are writing and researching. Logical - There will be brain teaser questions following the lab, that will require students to think about what they just witnessed and make connections to the lab and our real life fuel crisis. Linguistic - There will be short notes following the lab and blogging will have the students writing and reading about different types of fuel. Spatial – Students will be encouraged to include pictures and videos in their blogs. There will also be visual and tactile representations of resources during the lab activity. Bodily-kinesthetic – Students will be up and moving during the lab, there will be miners, counters and recorders. Some of them will be moving from the front of the room and back to their tables. Others recording things on the board and the last, counting the resources that have been given to them. Interpersonal - There will be think-pair-share opportunities, students will be working together to compose a blog to present to their peers about different resources. Intrapersonal – For the most part, the blog writing and the researching will be done alone. However, group participation is a must.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:There will be a pretest that will be done during class and before anything. We will go over the questions and then do the lab. The pre-assessment will be counted as participation and then we will go onto the lab. Students will receive roles and then they will complete the four questions on the worksheet. Students will be evaluated on their ability to complete the research on their chosen resource. There will be a total of six issues or questions that they must address, if they address them all and have the correct number of links, they will receive a 100. It will go down 5 points for every issue they fail to address and every link they do not integrate. If there are any problems with their links or technology issues, those will be addressed at the time. Students will have the opportunity to fix those before any grade is given.
Teaching and Learning Sequence:
Students will be sitting in tables facing the white board. There will be at least 3 to every table. There will be space between the board and the desks to allow for the completion of the lab.
• Pre-assessment • Lab on Resources
• Question and Answer session • Blog work
Students are working towards their final project that regards natural resources, energy sources and conservation of both of those things. They need to know a little bit more about energy sources before they are expected to integrate them into a project and how to conserve them once they know about it. They will understand that not all resources are the same and that there are very different things that are good and bad about them. Students will understand that some resources that are great for states like California and Florida are not necessarily the best for Maine and vice-versa. Students are learning this material both for the completion of their project but also to understand what media tells them about going green. They need to see that going green isn’t always the most cost effective or beneficial solution for the place where they live. They are also learning about conservation and that is something they can relate to as middle school students and making decisions about the energy that they use as an individual.
Students will be able to describe significant Earth resources and how their limited supply affects how they are used. I think it is important for the information to relate to the students, so we will be talking about energy resources in the state of Maine. They will be able to demonstrate this after they have completed their blog. What I will have to hook the student is the beginning set up of the lab. They will have a sample of the material on their desk when they arrive along with the lab worksheet called “Search for Energy Lab”
The hook/lab/teaching process is as follows: (music will be playing in the background)
I will make sure that every student has the lab worksheet and that everyone is in groups of 3 or 4 and that each group knows what material to search for. I will scatter the ‘resources’ (beads and birdseeds or other material that is around) on the poster board that is on the floor. Each student will be given a role in their group of a miner, a counter or a recorder. If there are four at a table, there will be two counters. The miners will be asked to come to the front and in thirty seconds pick up as much of their resource as possible using only their non-preferred hand. They will be asked to take it back to their table, have the counters count it and the recorders record it. The recorders have to record it both on their worksheet and on the graph that is drawn on the board. This will be repeated three more times, each time with some development in technology. Second time, students will be able to use their preferred hand. Third time, they may have one of their counters come help them hold the resource. The last time, they may use a piece of paper to scoop their resource. They only have 30 seconds each time to collect their resource. The point will be that the people who have oil and fossil fuels will have very little resources available to gather (and will ‘diminish’ as time goes on) and the solar will have more than they can even gather. I will make sure that when I distribute the resources each time that they are diminishing even though there is a improvement in technology. Even though the technology has advanced, until the technology can replace it, there is no way to get more of a non-renewable resource. It is simply non-renewable. After the lab they will have time to finish the questions, copy down everyone’s information in their graph (this will be written on the board) and then they will choose a partner and a resource from the list on the board. I will give them instructions as to what they will do. Where, Why, What, Hook and Tailors: Bodily-kinesthetic, logical-mathematical, musical, spatial, interpersonal.
After the hook/ the lab and they have chosen a partner and a resource, they will be asked to blog about their resources and they have to have at least four links integrated that they will be willing to share with the class. Students will need to know the answers to the six questions below, and be able to integrate them with links and pictures in their blog. They also have to figure out a fun and creative way they are going to present this to the class and teach them the information. I will help individual groups with ideas based on the ideas that they come up with on their own.
What is your resource?
Where is it found?
What are the benefits of using the resource?
What are disadvantages and cost of the using the resource?
Is this resource a renewable, non-renewable, secondary, alternative or primary source of energy, and why?
Could you see a benefit in switching to this resource to heat or provide energy to your home in the state of Maine? If you are currently using this resource, are there any reasons why you think you should switch and why?
I know that students are going to have a lot of questions of how they are going to be graded, how they are going to present this information in a fun way and how long they want it to be, where they are going to find the information. I have provided almost everything that they need to know on the assignment sheet. I have given them a few resources, because some of the questions I just want them to know and some I want them to get used to researching. (see resources above) I also do not want to stunt their ideas of how to present this information, so that is something that I have left to their imagination.. If students are struggling with ideas I will be available, but I am not going to give them a list of things that the can do to teach the class. I will check for understanding by seeing how well they were able to answer the questions on the blog and how they were able to convey the information to their peers. It is a lot to ask to teach a class and that is why I will give them the opportunity to fix things on their blogs before they present. If they do not, it is their choice. Equip, Explore, Tailors: Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical, Spatial.
I want students to see that not all resources are good for the planet or plausible for use. Just because they exist does not mean that they are effective.They will leave having a better understanding of what resources are and how they can and cannot be used in homes. They will see the benefit of renewable resources and the depletion of fossil fuels in our society and what that is saying for the future of our country. In order to show this they will be blogging which is a great use of type II technology and they will be incorporating not only pictures and links but also organizing it in a way for people to read and for them to teach it to their classmates. Students will be able to recognize the importance of alternative energy and the fuel crisis that is going to happen within their lifetime, on top of seeing what types of energy would and would not be beneficial for the state of Maine. Students will be in groups for the lab and then in pairs for the working of their research project. Depending on the class, there might be assigned seating. If there is, that is the groups that they are going to be in for the lab. If there are too many at one table, I will split it up evenly. If students do not have assigned seating, they will be able to choose where they sit but there can not be any groups of less than three or more than four. As far as the partnership goes, they will be able to choose who they work with. If foresee a problem I will ask that students to choose other people. They will be researching the energy of their choice with the partner of their choice; writing and using any resources they want including but not limited to web resources and text book resources to create a blog entry that answer the six questions that are listed above and on the attached assignment sheet. They must give me the link to their blog either in an email or posted on the wiki, because I would like to give them feed back on anything that they have missed or might want to include. The opportunity for them to email me what they are going to do, is also subject to feedback, if they want to surprise me, or have a few more days to figure out what they are going to do, they are more than welcome to have that. Students will then be presenting this information to their peers. Students will have the opportunity to refine the blog after presenting if they see that other students have included more information or if they would like to correct a few things. After I grade it, if there is anything that they forgot to include they will have one week to fix it based on the comments that I leave for them and then they will get the final grade, if they choose not to revise it, then the grade will be as is. Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Linguistic, Spatial and Logical-mathematical.
Students will self-assess after they have presented. Once everyone has presented they will be given to look at their blog and fix anything that they would like compared to everyone else’s.
I will grade them as soon as the links are posted to my blog or given to me on paper. When they receive the feedback, they will have a week from that day to fix anything that they did not include and their grade will be re-assessed, if they choose not to fix it, then they will have the grade as it stands. This will connect to the next lesson because we will be talking about resources in the state (not just for energy) but both energy and mineral resources, and how our industry has changed due to the resources that we have. We will go into conservation of resources such as recycling and energy conservation. This connects both to their test that they will take and the project that they will have to do about conservation and resources. Evaluate, Tailors: Interpersonal, Intrapersonal, Linguistic, Spatial, Logical-Mathematical.
Name: Date: _
Energy:__
You will be graded 1 – 5 how well you answer the following:
Student
Ms. Bubier
What is your resource?
Where is it found?
What are the benefits of using the resource?
What are disadvantages and cost of the using the resource?
Is this resource a renewable, non-renewable, secondary, alternative or primary source of energy, and why?
Could you see a benefit in switching to this resource to heat or provide energy to your home in the state of Maine? If you are currently using this resource, are there any reasons why you think you should switch and why?
Is the blog free of grammar and spelling errors?
Is presentation on time?
Is presentation creative and engaging?
Do you have a works cited?
What was your contribution to the blog, what role did you take and what did you do? What did your partner do?
LESSON PLAN FORMAT
Teacher’s Name: Rebecca Bubier Date of Lesson: Four
Grade Level: 8 Topic: Where Have all the Resources gone?
Objectives:
Maine Learning Results Alignment
E. The Living Environment
D2 Earth
Grades 6-8
Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth.
d. Describe significant Earth resources and how their limited supply affects how they are used.
This lesson is all about the introduction to different types of resources, both renewable, non-renewable, alternative and secondary. With this students can see what resources are and what they mean in their lives.
Assessment
*Students will do a lab, where I will assess the connections they make to the oil crisis and the mount of that resource exists.
*Students will be given a particular alternative energy and will blog about it's pros and cons and if it would be beneficial or viable for the state of Maine. They will include links and pictures of any information they can find about the state of Maine and if the state is working on putting that energy into widespread use.
Integration
English - Students will need to execute their writing skills and knowledge of the English language to compose the blog.
Social studies - students will be evaluating the fuel crisis and the things attached to it. In conversation we will talk about things going on in the rest of the world, and comparisons of fuel costs and energy efficiency in other countries.
Groupings
Differentiated Instruction
Musical - There will be music during the lab on resources and while they are working on their blog. They will be allowed to use headphones if they wish while they are writing and researching.
Logical - There will be brain teaser questions following the lab, that will require students to think about what they just witnessed and make connections to the lab and our real life fuel crisis.
Linguistic - There will be short notes following the lab and blogging will have the students writing and reading about different types of fuel.
Spatial – Students will be encouraged to include pictures and videos in their blogs. There will also be visual and tactile representations of resources during the lab activity.
Bodily-kinesthetic – Students will be up and moving during the lab, there will be miners, counters and recorders. Some of them will be moving from the front of the room and back to their tables. Others recording things on the board and the last, counting the resources that have been given to them.
Interpersonal - There will be think-pair-share opportunities, students will be working together to compose a blog to present to their peers about different resources.
Intrapersonal – For the most part, the blog writing and the researching will be done alone. However, group participation is a must.
• Students will be using type II technology to create a blog that they will present to their peers. Students will be provided with a list of things that they have to include in the blog, pictures and resources are a must. They have to work as a team to find these resources and then include them in a blog, where they are writing about what they have learned and compiling the most important information that they wish to share with me and their peers. The point is that they teach each other what they have learned.
Materials, Resources and Technology
Black beads
Red beads
White beads
Larger multicolored beads
Rice or birdseed
Separate containers for all of the above
piece of poster board or two
whiteboard
markers
eraser
handouts (pre-assessment and lab worksheet)
short notes
students need blogger accounts
Source for Lesson Plan and Research
I received the copies of the lab and pre-assessment from Joel Smith, Mentor Teacher at Mt. Blue Middle School, Spring 2008
http://www.eere.energy.gov/states/alternatives/resources_me.cfm
http://www.altenergymaine.com/
http://boothbayregister.maine.com/2007-02-22/clean_alternative_energy.html
http://www.maineenergyinfo.com/energy-index.html
http://www.maine.gov/governor/baldacci/policy/energy.html
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: I used different learning styles to accommodate all learners. I feel that this is a great way to include all students and to support the way that they learn and the things that they need from me as a teacher, and from my classroom as a place where the learning will take place.
Beach Ball - Students will have the opportunity to search the web for information, and write their blogs. They will have a choice about which energy they would like to choose and then research, they will also have the choice of which person they would like to work with, this will remain as their think-pair-share partner.
Clipboard - During the lab, students will have strict instructions as to their roles and what they are to be expected to do during the lab. They will have directions on the board and a graph to organize all the data that is collected.
Microscope - Students will have the opportunity to research an energy source of their choice with the partner of their choice. They will be asked to blog about it and incorporate links and sources to which they found information. There will be few guiding questions to allow students to write freely and research which aspects that they would like.
Puppy - There is no question that there is an environment of respect in my classroom. Students will be respectful of the presentations and also the language in which they are using around all students. Students will be able to choose whom they would feel the most comfortable sharing a research project with.
Rationale: I used one of the facets of understanding, which was perspective. I think students need to see what is good for Maine and what is not. They will be able to understand that everything they hear and see about alternative energy on TV is not always plausible for where they live. Conservation is a great thing, but sometimes change takes more than a signature and money.
Perspective - Students will see what is beneficial and not beneficial to the state of Maine. They will have to take into consideration which types of people want this alternative energy and the pressure it will put on other people. For example, if there is a windmill on a property, it is saving the owner of that windmill money on their electricity so that is beneficial. However, the neighbor who likes to look out in the morning and see the sunrise, and now there is a windmill in the way, it is not beneficial to them. They need to see the pros and cons to alternative energy. Sometimes it is idealistic for an area to have a large amount of alternative energy. This also costs a lot of money and they need to have some perspective on what the media says about ‘going green’ and changes in our energy structure.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: I used the theory of multiple intelligences to meet and accommodate for the needs of all types of learners and students in my classroom.
Musical - There will be music during the lab on resources and while they are working on their blog. They will be allowed to use headphones if they wish while they are writing and researching.
Logical - There will be brain teaser questions following the lab, that will require students to think about what they just witnessed and make connections to the lab and our real life fuel crisis.
Linguistic - There will be short notes following the lab and blogging will have the students writing and reading about different types of fuel.
Spatial – Students will be encouraged to include pictures and videos in their blogs. There will also be visual and tactile representations of resources during the lab activity.
Bodily-kinesthetic – Students will be up and moving during the lab, there will be miners, counters and recorders. Some of them will be moving from the front of the room and back to their tables. Others recording things on the board and the last, counting the resources that have been given to them.
Interpersonal - There will be think-pair-share opportunities, students will be working together to compose a blog to present to their peers about different resources.
Intrapersonal – For the most part, the blog writing and the researching will be done alone. However, group participation is a must.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: There will be a pretest that will be done during class and before anything. We will go over the questions and then do the lab. The pre-assessment will be counted as participation and then we will go onto the lab. Students will receive roles and then they will complete the four questions on the worksheet.
Students will be evaluated on their ability to complete the research on their chosen resource. There will be a total of six issues or questions that they must address, if they address them all and have the correct number of links, they will receive a 100. It will go down 5 points for every issue they fail to address and every link they do not integrate. If there are any problems with their links or technology issues, those will be addressed at the time. Students will have the opportunity to fix those before any grade is given.
Teaching and Learning Sequence:
• Pre-assessment
• Lab on Resources
• Question and Answer session
• Blog work
Students are working towards their final project that regards natural resources, energy sources and conservation of both of those things. They need to know a little bit more about energy sources before they are expected to integrate them into a project and how to conserve them once they know about it. They will understand that not all resources are the same and that there are very different things that are good and bad about them. Students will understand that some resources that are great for states like California and Florida are not necessarily the best for Maine and vice-versa. Students are learning this material both for the completion of their project but also to understand what media tells them about going green. They need to see that going green isn’t always the most cost effective or beneficial solution for the place where they live. They are also learning about conservation and that is something they can relate to as middle school students and making decisions about the energy that they use as an individual.
Students will be able to describe significant Earth resources and how their limited supply affects how they are used. I think it is important for the information to relate to the students, so we will be talking about energy resources in the state of Maine. They will be able to demonstrate this after they have completed their blog. What I will have to hook the student is the beginning set up of the lab. They will have a sample of the material on their desk when they arrive along with the lab worksheet called “Search for Energy Lab”
The hook/lab/teaching process is as follows: (music will be playing in the background)
I will make sure that every student has the lab worksheet and that everyone is in groups of 3 or 4 and that each group knows what material to search for. I will scatter the ‘resources’ (beads and birdseeds or other material that is around) on the poster board that is on the floor. Each student will be given a role in their group of a miner, a counter or a recorder. If there are four at a table, there will be two counters. The miners will be asked to come to the front and in thirty seconds pick up as much of their resource as possible using only their non-preferred hand. They will be asked to take it back to their table, have the counters count it and the recorders record it. The recorders have to record it both on their worksheet and on the graph that is drawn on the board. This will be repeated three more times, each time with some development in technology. Second time, students will be able to use their preferred hand. Third time, they may have one of their counters come help them hold the resource. The last time, they may use a piece of paper to scoop their resource. They only have 30 seconds each time to collect their resource. The point will be that the people who have oil and fossil fuels will have very little resources available to gather (and will ‘diminish’ as time goes on) and the solar will have more than they can even gather. I will make sure that when I distribute the resources each time that they are diminishing even though there is a improvement in technology. Even though the technology has advanced, until the technology can replace it, there is no way to get more of a non-renewable resource. It is simply non-renewable. After the lab they will have time to finish the questions, copy down everyone’s information in their graph (this will be written on the board) and then they will choose a partner and a resource from the list on the board. I will give them instructions as to what they will do. Where, Why, What, Hook and Tailors: Bodily-kinesthetic, logical-mathematical, musical, spatial, interpersonal.
What is your resource?
Where is it found?
What are the benefits of using the resource?
What are disadvantages and cost of the using the resource?
Is this resource a renewable, non-renewable, secondary, alternative or primary source of energy, and why?
Could you see a benefit in switching to this resource to heat or provide energy to your home in the state of Maine? If you are currently using this resource, are there any reasons why you think you should switch and why?
I know that students are going to have a lot of questions of how they are going to be graded, how they are going to present this information in a fun way and how long they want it to be, where they are going to find the information. I have provided almost everything that they need to know on the assignment sheet. I have given them a few resources, because some of the questions I just want them to know and some I want them to get used to researching. (see resources above) I also do not want to stunt their ideas of how to present this information, so that is something that I have left to their imagination.. If students are struggling with ideas I will be available, but I am not going to give them a list of things that the can do to teach the class. I will check for understanding by seeing how well they were able to answer the questions on the blog and how they were able to convey the information to their peers. It is a lot to ask to teach a class and that is why I will give them the opportunity to fix things on their blogs before they present. If they do not, it is their choice. Equip, Explore, Tailors: Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical, Spatial.
I will grade them as soon as the links are posted to my blog or given to me on paper. When they receive the feedback, they will have a week from that day to fix anything that they did not include and their grade will be re-assessed, if they choose not to fix it, then they will have the grade as it stands. This will connect to the next lesson because we will be talking about resources in the state (not just for energy) but both energy and mineral resources, and how our industry has changed due to the resources that we have. We will go into conservation of resources such as recycling and energy conservation. This connects both to their test that they will take and the project that they will have to do about conservation and resources. Evaluate, Tailors: Interpersonal, Intrapersonal, Linguistic, Spatial, Logical-Mathematical.
Name: Date: _
Energy:__
What was your contribution to the blog, what role did you take and what did you do? What did your partner do?